K-12 Educational Technology Learning Standards

K-12 Educational Technology Standards Prepared by Georgia Talbert, Technology Standards Program Manager Educational Technology Office Dennis Small, Educational Technology Director Office Superintendent Public Instruction Dr. Terry Bergeson Superintendent Public Instruction Catherine Davidson, Ed. D. Chief Staff Dr. Corrine McGuigan Assistant Superintendent, Research and Educator Development December 2008

Washington State K-12 Essential Academic Requirements & Grade Level Expectations for Educational Technology Table Contents Education Reform in Washington... 1 Legislative Directive... 2 Preparing Washington Students for Tomorrow... 3 About Technology Integration... 4 Meeting the Needs All Students... 5 Educational Technology Essential Academic Requirements (EALRs) with Components... 7 Understanding Grade Level Expectations... 8 Understanding the Examples in EALR 1 Integration... 9 GRADES K 2... 10 GRADES 3 5... 24 GRADES 6 8... 38 GRADES 9-12... 54 Glossary... 70 References... 75 Appendix A Acknowledgements... A-1 Educational Technology Standards Development Team... A-1 Technology Integration Teams... A-2 Curriculum Advisory and Review Committee... A-5 Bias and Fairness Review Committee... A-5 Educational Technology Advisory Committee and Working Group Reviewers... A-6 Expert Reviewer... A-6 Appendix B Essential Conditions for Technology Integration... B-1

Education Reform in Washington In 1993, Washington State Legislature established the commitment that all children would achieve at high levels. The Basic Education Act 1993 established four common learning goals for all Washington students, designed to create high-quality academic standards and raise student achievement. The four learning goals provided the foundation for the development content standards, called Essential Academic Requirements (EALRs), for reading, writing, communication, mathematics, science, social studies, health and fitness, the arts, and in 2007, educational technology. The EALRs articulate clear, high expectations for what students should know and be able to do. Washington State Goals provide students with the opportunity to become responsible and respectful global citizens, to contribute to their own economic wellbeing and that their families and communities, to explore and understand different perspectives and to enjoy productive and satisfying lives. Basic Education Act Goal (1993, updated 2007) 1. Read with comprehension, write effectively, and communicate successfully in a variety ways and settings and with a variety audiences. 2. Know and apply the core concepts and principles mathematics; social, physical and life sciences; civics and history including different cultures and participation in representative government; geography; arts; and health and fitness. 3. Think analytically, logically, and creatively, and to integrate different experiences and knowledge to form reasoned judgments and solve problems. 4. Understand the importance work and how performance, effort and decisions directly affect future career and educational opportunities. The Educational Technology standards are categorized around two EALRs. EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. 1

Legislative Directive OSPI shall develop essential academic learning requirements (EALRs) and grade level expectations (GLEs) for educational technology literacy and technology fluency Aware the pressing need for technology skills among high school graduates headed for higher education, career training or the job market, the 2007 Washington State Legislature directed the Office Superintendent Public Instruction to develop a new set academic standards. Lawmakers called for Essential Academic Requirements (EALRs) and Grade Level Expectations (GLEs) that describe what K-12 students must know and be able to do with technology. They framed these new priciencies within a definition basic literacy and its next level skill development, technological fluency. Technology Literacy is the ability to responsibly, creatively and effectively use appropriate technology to: Communicate. Access, collect, manage, integrate and evaluate information. Solve problems and create solutions Build and share knowledge. Improve and enhance learning in all subject areas and experiences. Technology Fluency is demonstrated when students: Apply technology to real-world experiences. Adapt to changing technologies. Modify current and create new technologies. Personalize technology to meet personal needs, interests and learning style. Legislative Directive 2SHB 1906, Section 16 (1) Within funds specifically appropriated, by December 1, 2008, the SPI shall develop essential academic learning requirements (EALRs) and grade level expectations (GLEs) for educational technology literacy and technology fluency that identify the knowledge and skills that all public school students need to know and be able to do in the areas technology and technology literacy and fluency. The development process shall include a review current standards that have been developed or are used by other states and national and international technology associations. To the maximum extent possible, the superintendent shall integrate goal four and the knowledge and skill areas in the other goals in the technology essential academic learning requirements. 2

Preparing Washington Students for Tomorrow The Washington State Educational Technology Standards were developed by a team educators from across the state. Two ambitious goals framed the research and development work that led to these innovative and practical standards: Integrate technology across core curricula, and provide realistic examples adaptable to available digital equipment. Determine what students should know and be able to do in a digital world. The development team conducted an extensive survey digital resources for teaching and learning, past and current research, industry standards and best practices from other states, to guide their approach and the construction Washington s technology standards. Special acknowledgement must be made to the International Society for Technology in Education (ISTE) and the Partnership for 21st Century Skills, two leading organizations whose collective work on technology standards was a rich source information and knowledge. ISTE s 2007 National Educational Technology Standards for Students were the foundation the development team s work. Three main themes emerged in the research: 1. Integrated into teaching, learning and assessment, technology creates a new relevancy to the learning environment in which students, teachers and experts engage new ideas, communicate and work together. 2. With pressional development tuned to technology integration, teachers design engaging and imaginative learning experiences that meet academic standards across the core content areas. 3. For high school graduates, the ability to use and adapt technology has direct application within higher education and the work environment. Global Is the New Local High school graduates can expect a new brand globalized opportunity unbound by borders, enriched by the fusion One cannot foresee the world in industry and culture available to those who know how which the child we educate will live. to investigate, solve problems, collaborate, create and John Dewey innovate. These skills help students make the connection between what they learn and what they do in the digital dimensions a 21st century world. If graduates are to act confidently on post-secondary opportunities, their success may well depend on a holistic skill set founded on strong academics that includes technological priciency coupled to the creative, analytical and adaptive abilities described in Washington s technology standards. The development team envisions a 21st century educational environment in which educators and students engage in dynamic and creative learning communities that promote life-long learning. In this environment, all students are prepared to succeed in a competitive world, and graduate ready for their next challenge. 3

About Technology Integration Technology integration is the use technology resources computers, digital cameras, CD-ROMs, stware applications, the Internet, handheld devices, etc. to support teaching and learning across all subject areas and grade levels. Integrated into the classroom, technology becomes a multi-modal way to extend learning. It provides a medium that unpacks the world and opens new channels through which students show what they know and can do. Also, technology can introduce different perspectives on life and culture through the immediacy videoconferences, email dialogue and interactive webinars. Conversation among learners and experts anywhere enriches learning and provides insight into the creative tangents that lead to expert knowledge. These learning experiences achieve relevancy, as the struggles, limits and potentials problem-solving in the real world move theory into practice for young learners. Technology should be seen as a natural extension and necessary part the lesson to support learning in all other subject areas. Educational Technology Standards Development Team, January, 2008 Technology integration is achieved when: It is a seamless part the learning process. The use technology is routine and transparent. Technology is accessible and readily available for the task at hand. Technology tools support curricular goals and state standards. It helps students reach their learning goals. Educators have reported that integrating technology effectively has three positive potentials for the learner: 1. Technology motivates students to delve deeper into a subject area. 2. Technology has an inexhaustible flexibility mechanically and creatively. Students create, manipulate and individualize their learning artifacts. 3. Technology increases teachers ability to meet the individual needs all learners. 4

Meeting the Needs All Students Culturally Responsive Teaching Student diversity in the classroom is bringing a greater richness to the American educational setting. Changing demographics, social and economic trends have important implications for education in the 21st century. This culturally and linguistically diverse student population opens new opportunities for greater inclusion and equity. However, uneven access to technology (the digital divide) can hinder success. Honoring All Cultures Many areas throughout Washington have seen a tremendous growth in immigration and a corresponding increase in diversity. Technology provides a venue that makes honoring and learning about all cultures easier to do within the confines a classroom. Differentiating Instruction with Technology Teachers must find the instructional balance point between those students who come to school academically and technologically ready to learn, and those who struggle to understand each lesson or have only limited access to technology in daily life. Technology increases the opportunities for teachers to create differentiated content, to address students with different learning styles. One the great strengths technology integration lies in its power to create a variety instructional approaches over the one-size-fits-all lesson plan. Addressing Special Needs There is no doubt that technology continues to change the lives students with special needs. High on the list the benefits assistive and adaptive technologies are greater independence and productivity, and expanded opportunities for social inclusion. New and emerging technologies have the power to connect and engage special needs students with 21st century teaching and learning. 5

Equity, Access and the Essential Conditions A quality education means every child with no exceptions has access to a technology-rich, 21st century skills-based learning environment. Although 99%+ Washington State classrooms have at least one computer connected to the Internet and many classrooms can take advantage an LCD projector or document camera, concentration, access and equipment condition varies greatly. Researchers and educators investigating the many dimensions technology in education have identified essential conditions (see Appendix B) that optimize the likelihood that technology integration will make a positive contribution to teaching and learning. Three these conditions are critical if schools are to integrate these technology standards successfully: Equalized access for every classroom to a high-speed Internet connection, up-to-date computers and a variety digital teaching and learning technologies. Pressional development that promotes learner-centered instruction and technology integration. Sustainable and sufficient funding to keep the infrastructure network and classroom technologies current and reliable. 6

Educational Technology Essential Academic Requirements (EALRs) with Components Document Organization The educational technology standards are organized to map the learning priciency sequence from kindergarten through 12th grade. Educators can see how a learning expectation differs from grade to grade across grade spans K-2, 3-5, 6-8, and 9-12. If learning is an act exploration then technology equips the explorer for the journey a lifetime. John Maschuk An empty, shaded box in an early grade or grades indicates that priciency is not yet expected. A shaded box in an upper grade or grades indicates that priciency was expected at an earlier grade and the knowledge and skills should be maintained. EALR 1 Integration Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Components 1.1: Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. 1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. 1.3: Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources. EALR 2 Digital Citizenship Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Components 2.1: Practice Safety: Practice safe, legal and ethical behavior in the use information and technology. 2.2: Operate Systems: Understand technology systems and use hardware and networks to support learning. 2.3: Select and Use Applications: Use productivity tools and common applications effectively and constructively. 2.4: Adapt to Change (Technology Fluency): Transfer current knowledge to new and emerging technologies. (Grades 6-12 only) 7

Understanding Grade Level Expectations Required: An Essential Academic Requirement (EALR) is a broad statement the learning that applies to Grades K 12. The Component is a statement that further defines and provides more specific information about the EALR. There is at least one component for each EALR. The Grade Level Expectation (GLE) is a statement containing the essential content or process to be learned and the cognitive demand required to learn it. A revision Bloom s Taxonomy was used to categorize the cognitive demand required the student. Each GLE includes evidence learning statements, which are considered essential to the GLE. The GLE Numbering System identifies the EALR, the component and the GLE, in that order. In the example at right, the number 2 indicates the EALR, the number 2.1 indicates the component and the number2.1.2 indicates the GLE. Note: Grade levels are not referenced in the numbering system. The is a bulleted list ways students can demonstrate learning considered essential to the GLE. Educators are encouraged to identify additional ways in which the student can show priciency as the educational technology GLEs are integrated across the curriculum. EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1: Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE Grade 6 2.1.2 Examples Practice ethical and respectful behavior. Comply with district Acceptable Use Policy (AUP). Practice ethical and appropriate use all media and comply with copyright law. Participate and engage with the global community within expected norms behavior and positive interaction. Recognize, report and counteract cyberbullying. Recognize different types illegal and unethical technology use. Identify and cite Creative Commons images in online presentations. Cite all sources properly. Suggested: The Examples provide specific illustrations the learning. However, these examples are not exhaustive, and educators are encouraged to find multiple ways by which learners can demonstrate what they know. Note: Examples in EALR 2 Digital Citizenship do not have suggested subject areas or Basic/21st Century examples as those in EALR 1 Integration (see next page). 8

Understanding the Examples in EALR 1 Integration There are two types examples given at each grade level in EALR 1 Integration: Basic Level. 21st Century Environment. Basic Level Basic Level Annual inventory data indicates that 99%+ classrooms, statewide, have at least one computer connected to the Internet; many classrooms have access to an LCD projector or a document camera. Given this level technology presence, all educators can reasonably use the examples, or their equivalent, at the Basic Level. 21st Century Environment For schools that have moved beyond the Basic Level, the 21st Century Environment examples are intended to provide achievable outcomes using available technological tools. The long-term goal is to move all classroom instruction to 21st century learning environments with ongoing pressional development. Subject Area References In the Integration EALR, examples also include a suggested subject area or areas into Brainstorm writing topics using a computer or document camera and projector. R,W, M, Sc, SS 21st Century Environment Create a digital diagram how volcanoes erupt. Sc Select exemplary work to store in an electronic portfolio. R, W, M, Sc, SS Use presentation stware to present original stories about classroom topics. R, W, M, Sc, SS which the technology standards could be integrated (R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages). OSPI anticipates that each one these will be linked on the OSPI website to a high quality, standards-based lesson aligned to specific Grade Level Expectations or Performance Expectations for that subject area. All examples will be updated regularly as technology changes. Access the latest version the technology standards on the Grade Level Resources website at https://eds.ospi.k12.wa.us/ealrs/ 9

GRADES K 2 EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.1 Innovate Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. GLE K 1 2 1.1.1 Generate ideas and create original works for personal and group expression using a variety digital tools. Organize ideas and produce digital products with assistance. Basic Level Create a picture in a digital drawing program. R, W Brainstorm ideas for a project using stware. R, W Create a class graph or survey about student interests. M 21st Century Environment Use drawing tools to illustrate pages in a digital ABC book. R, W, A Sort and classify various items using a document camera or an interactive whiteboard as a class. R, W, M Illustrate and communicate original ideas and stories on various topics using digital tools. R, W Record ideas as a class for animal habitats using a graphic organizer. W, Sc Share an answer to a math problem using an interactive whiteboard or tablet. M Record the lifecycle a butterfly using an online graphic organizer with digital images. Sc Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 10

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.1 Innovate Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. GLE K 1 2 1.1.2 Use models and simulations to explore systems, identify trends and forecast possibilities. Use interactive resources to practice skills, explore new concepts and describe patterns. Basic Level Use templates to explore and identify patterns as a class. M Predict weather patterns using a template. Sc 21st Century Environment Explore various websites with pictures animals, foods and colors to reinforce vocabulary as a class. R Participate in creating a class digital presentation to display different reading word families. R, W Use digital simulations to explore and depict patterns growth such as the life cycles plants. Sc Create surveys, collect data and use graphing templates to share results. M Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 11

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.2 Collaborate Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. GLE K 1 2 1.2.1 Communicate and collaborate to learn with others. Participate in online projects as a class. Work with others using technology tools to convey ideas or illustrate simple concepts. Basic Level Share and discuss learning using a document camera or computer with LCD projector. R, W, M Choose digital pictures with a partner to incorporate into a classroom project. R, W, Sc, A Share information from the author s website as part a book report. R, W 21st Century Environment Draw a picture story with a partner using an age appropriate stware program. R Draw pictures animals and post to classroom web page to share with others. W, A Create a multimedia project to share learning about a particular animal. R, W, Sc Collaborate with partner to create an animal habitat using drawing stware. Sc Record the list books read by class using a spreadsheet and post to classroom web page. R Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 12

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.2 Collaborate Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. GLE K 1 2 1.2.2 Develop cultural understanding and global awareness by engaging with learners many cultures. Learn about many cultures through digital images and stories from around the world. Basic Level Watch videos cultural events and listen to music many cultures. SS, A Watch videos cultural events, listen to music many cultures and experience an online virtual tour. SS, A 21st Century Environment Collaborate as a small group to create a community map using digital tools. SS Participate in an information exchange with students from another area the United States. R, W, M, Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 13

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE K 1 2 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry. Build background knowledge and generate questions by using digital content. Record questions using digital tools with assistance. Basic Level Generate questions after viewing a video as a class. R Visit a website about a subject and generate questions with a partner or a small group. R, W Generate questions individually after viewing a videotape or DVD. R, W, M, Sc 21st Century Environment Record questions for a digital KWL chart as a class. R, M Record questions for a digital KWL chart with a partner or group. R, W, M Generate questions individually for a digital KWL chart. R, W, M, Sc Investigate a topic and generate questions using a variety online tools. R, W, M, Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 14

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE K 1 2 1.3.2 Locate and organize information from a variety sources and media. Gather information using teacher-selected digital resources. Organize information using a table, digital template or online tool with assistance. Basic Level Gather information about animals as a class using websites. R, W, Sc Gather information about animals as a class using websites, videos, CDs and other digital media. R, W, Sc Gather and begin to understand the need to cite information from websites. R, W, M 21st Century Environment Use a table to organize information as a class using a presentation tool such as an interactive whiteboard or document camera. R, W, M, Sc, SS Use a digital organizer as a class. R, W, M, Sc, SS Choose relevant websites from a collection online resources selected by the teacher. R, W, M Use a digital template with a partner to organize information. R, W, M, Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 15

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE K 1 2 1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results. Analyze and evaluate results, discuss and identify the solution(s). Share learning and results through a multimedia product. Basic Level Use pre-designed templates to explore and depict patterns as a class. M Create surveys, collect data and use a spreadsheet to share results as a class. R, W, M 21st Century Environment Create surveys, collect data and share results using a graphing template. R, W, M, Sc Share information and pictures student projects on a teacher web page. R, W, M Share findings about a specific area research using presentation stware as a class. R, W, M, Sc Share information and pictures student projects on a teacher web page. R, W, M Share findings about a specific area research using presentation stware. R, W, M, Sc, SS Share research about a specific animal using presentation stware. Sc Use a presentation template to share results specific topic with a partner. R, W, M, Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 16

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE K 1 2 1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions. Share different ways to solve problems. Basic Level Explain solutions in mathematics using a document camera or computer with LCD projector. M Discuss alternative solutions to mathematics problems while sharing work using a document camera or computer with LCD projector. M 21st Century Environment Compare two different math online programs, select favorite and explain why. M Use word art from a word processing program to type spelling words. R Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 17

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1 Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE K 1 2 2.1.1 Practice personal safety. Practice the safe, responsible sharing information online. Keep passwords private. Recognize potential online dangers. Examples Participate in classroom safety discussions that reference online safety. Discuss danger in using personal name, address, phone number or picture online. Recognize danger in using personal name, address, phone number or picture online. 18

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1 Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE K 1 2 2.1.2 Practice ethical and respectful behavior. Comply with district Acceptable Use Policy (AUP). Demonstrate respect for the digital work others. Demonstrate respect for opinions others posted online. Examples Use classroom technologies carefully and correctly. Use classroom technologies carefully and correctly. Identify the differences between correct and incorrect use classroom technologies. 19

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.2 Operate Systems Understand technology systems and use hardware and networks to support learning. GLE K 1 2 2.2.1 Develop skills to use technology effectively. Use correct vocabulary to describe digital technologies. Meet keyboarding priciency standards for grade level. Open, save and print files. Use left and right hand side keyboard, thumb on spacebar. Use left and right hand side keyboard, thumb on spacebar and little finger on the enter key. Demonstrate correct posture while using the keyboard. Demonstrate ability to save and retrieve a file to and from a specified folder with assistance. Demonstrate correct home row on the keyboard. Use district program or age appropriate online keyboarding programs. Demonstrate correct posture while using the keyboard. Demonstrate ability to save and retrieve a file to and from a specified folder. 20

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.2 Operate Systems Understand technology systems and use hardware and networks to support learning. GLE K 1 2 2.2.2 Use a variety hardware to support learning. Use digital equipment* effectively. Identify and solve common problems related to digital equipment. Use digital equipment to share work with class. Use digital equipment to capture an image. Use digital equipment to capture sound. Check that monitor is turned on. Verify that computer is turned on. * Digital equipment can include digital and document cameras, microphones, computers, various handheld devices, assistive technologies, scanners, classroom response systems, microscopes, pedometers, interactive whiteboards, GPS, etc. 21

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.3 Select and Use Applications Use productivity tools and common applications effectively and constructively. GLE K 1 2 2.3.1 Select and use common applications. Use classroom stware to reinforce skills in reading and mathematics. Use basic navigation skills that increase in complexity across grade levels. Communicate learning in reading and writing with beginning level features a word processing or publishing program. Open and close applications. Use clip art to illustrate a story. Open and close applications and print documents. Create a digital image to illustrate a story. 22

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.3 Select and Use Applications Use productivity tools and common applications effectively and constructively. GLE K 1 2 2.3.2 Select and use online applications. Visit teacher-selected websites. Examples Use interactive reading websites to practice reading skills. Use a variety interactive websites to practice subject specific skills. 23

GRADES 3 5 EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.1 Innovate Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. GLE 3 4 5 1.1.1 Generate ideas and create original works for personal and group expression using a variety digital tools. Organize ideas and design and produce multimedia projects. Basic Level Brainstorm writing topics using a computer or document camera and projector. R,W, M, Sc, SS Use presentation stware to identify and show the unique geographic regions Washington State. Sc, SS Use presentation stware to give examples the importance the Bill Rights in today s world. SS 21st Century Environment Create a digital diagram how volcanoes erupt. Sc Select exemplary work to store in an electronic portfolio. R, W, M, Sc, SS Use presentation stware to present original stories about classroom topics. R,W, M, Sc, SS Create a digital vocabulary list new words for subject areas. R, W, M, Sc, SS Store and present electronic portfolios exemplary work. R, W, M Use a table to analyze, organize and compare information. R,W, M, Sc, SS Use social bookmarking websites for a project on a shared writing topic dealing with the causes the Revolutionary War. SS Store and present electronic portfolios exemplary work. R, W, M Label an image to show parts the water cycle. Sc Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 24

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.1 Innovate Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. GLE 3 4 5 1.1.2 Use models and simulations to explore systems, identify trends and forecast possibilities. Practice skills, explore new concepts and recognize patterns using interactive resources and educational games. Collect and graph data to predict outcomes and interpret patterns. Basic Level Create a class graph showing weather and temperature data over one week. M, Sc Identify trends by using an online coin flipping site. M Use online simulations and activities to visualize fractions. M 21st Century Environment Identify trends using online weather and temperature data. Sc Create a spreadsheet to display and analyze data. M Use online resources to demonstrate transfer energy between systems. Sc Use online models and simulations to conceptualize area and perimeter. M Investigate earthquake locations around the world using online mapping tools. SS, Sc Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 25

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.2 Collaborate Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. GLE 3 4 5 1.2.1 Communicate and collaborate to learn with others. Participate in online projects. Interact with others using email or other communication tools. Basic Level Compare the life cycle different plants using digital images. Sc Connect with pen pal using digital tools to share favorite hobbies. W Participate in collaborative projects with students from outside classroom. R, W, M, Sc, SS, C, H/F 21st Century Environment Create a multimedia project to share learning about a particular animal. R, W, Sc Record the list books read by class using a spreadsheet and post to classroom web page. R Communicate effectively using digital tools (e.g., construct a simple geometric design, write instructions for replication and share with others). R, W, M, C Share and comment, using digital tools, on student science projects. Sc Solve a mathematics problem and post online for feedback or comments. M Debate issues on water quality using shared documents. R, W Share book reviews and make book recommendations on a classroom wiki, blog or web page. R, W Connect to other students to reflect on and share poems using a blog. W Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 26

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.2 Collaborate Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. GLE 3 4 5 1.2.2 Develop cultural understanding and global awareness by engaging with learners many cultures. Learn about many cultures through digital images and stories from around the world and share relevant information. Participate as a class in global online projects that include a wide variety perspectives. Basic Level Explore a variety teacher-selected websites cultural events, listen to music from many cultures and experience an online virtual tour. SS, A Compare characteristics native people from several regions Washington State using selected websites. Sc, SS Collect images from the Internet and take digital pictures objects to create a collection art from various countries. SS, A 21st Century Environment Articulate uniquenesses and commonalities between cultures in your community using a graphic organizer in pairs or small groups. R, W, SS Participate in an online class project with other classrooms. R, W Use online interactive tools to engage with students from other cultures. R, W, M, Sc, SS Learn about another country by participating in a videoconference with students from that country. R, W, M, Sc, SS Identify and investigate a global issue and generate possible solutions by sharing ideas with students from another school. R, W, M, Sc, SS Compare Veterans Day and Remembrance Day with students from Canada and Australia. W, SS, C Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 27

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 3 4 5 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry. Build background knowledge and generate questions by viewing multimedia. Use digital tools to help plan projects. Basic Level Generate questions individually after viewing a video or DVD. R, W, M, Sc, SS Record summer activities in a digital template. W, SS Develop research questions using a digital template. R, W, M, Sc, SS 21st Century Environment Use selected websites to find out more about a problem or topic for research. R, W, M, Sc, SS Record ideas and questions about a topic using digital tools. R, W, M, Sc, SS Use online mapping stware to hypothesize the reasons different summer activities occur in various geographic regions. SS Identify key words and questions using digital search tools. R, W, M, Sc, SS Build background knowledge about a problem using selected websites. R, W, Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 28

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 3 4 5 1.3.2 Locate and organize information from a variety sources and media. Gather information using selected digital resources. Organize information using digital tools. Record sources used in research. Basic Level Locate information using teacher-selected websites to answer a question. R, W, Sc, SS Question information to determine fact vs. fiction on a web page. R, W, Sc, SS Locate useful information to copy and paste into an organized list. R, W 21st Century Environment Identify which online resources provided answers to questions. R, W, Sc, SS Copy key words from digital sources into a table or document. R, W, M, Sc, SS Tag and share bookmarked sites. R, W, Sc, SS Select and bookmark websites that will answer questions or find information. R, W, Sc, SS Work with others to complete a task using online resources selected by the teacher. R, W, Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 29

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 3 4 5 1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results. Identify, evaluate and select information for decision making. Create and present solutions using multimedia stware. Begin to recognize potential bias in websites. Understand the basic ideas involved in copyrighted materials. Cite all sources. Basic Level Collect and use digital images to show the unique features that help an animal survive. Sc Use concept mapping stware to label important parts the electrical circuits or other systems. Sc 21st Century Environment Use presentation stware to show the causes conflict leading to the Revolutionary War. SS Highlight or hyperlink important words that show the three unique features an animal that helps it survive in its environment. Sc Use concept mapping stware to identify and select information to help make decisions. R, W, M, Sc, SS, C, H/F Share research about a specific animal using presentation stware and publish on a class website. Sc Create an illustrated online timeline to demonstrate the causes conflict leading to the Civil War. SS Use classroom blogs to evaluate and determine which early American explorer had the most impact on the growth the United States. R, W Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 30

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 3 4 5 1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions. Compare results to evaluate the best solution. Explore and integrate alternative concepts and feedback from multiple audiences. Compare different ways to solve problems. Basic Level Share solutions to mathematics problems using a document camera. M Use stware to evaluate social and economic data to forecast trends. SS Analyze survey data using a spreadsheet to support a change in local or state laws. M, SS 21st Century Environment Share solutions to mathematics problems on a classroom blog. M Present solutions to a panel using digital tools to determine best solution. R, W, M, Sc, SS, C Collect blog comments from other classrooms on which book should be the top children s book the year. R, W Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 31

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1 Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE 3 4 5 2.1.1 Practice personal safety. Practice the safe, responsible sharing information online. Keep passwords private. Recognize potential online dangers. Use a secure password to protect the privacy information. Know not to click on pop-ups or advertisements. Participate in class discussions about online safety. Understand why not to click on pop-ups or advertisements. Create and use an anonymous online name. Demonstrate knowledge when to share personal information. Explain why not to click on pop-ups or advertisements. 32

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1 Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE 3 4 5 2.1.2 Practice ethical and respectful behavior. Comply with district Acceptable Use Policy (AUP). Demonstrate respect for the digital work others. Demonstrate respect for opinions others posted online. Recognize and report cyberbullying. Identify the differences between ethical and unethical behavior. Describe appropriate and inappropriate use the creative digital work others. Identify the consequences unethical uses technology. Comply with copyright law when copying and pasting from websites. Describe the impact unethical and illegal use technology on individuals and society. Cite all sources properly. 33

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.2 Operate Systems Understand technology systems and use hardware and networks to support learning. GLE 3 4 5 2.2.1 Develop skills to use technology effectively. Use correct vocabulary to describe digital technologies. Meet keyboarding priciency standards for grade level. Manage files effectively. Use age appropriate keyboarding programs to increase speed and accuracy. Demonstrate correct posture consistently. Use basic file commands (e.g., Open, Save, Print and Save As). Use age appropriate keyboarding programs to increase speed and accuracy. Use shortcut keys to increase speed. Save or back up information to appropriate location (e.g., local, network or external drives). Organize and manage files and folders between school, home and online. Demonstrate the correct use all letters, numbers, punctuation keys, shift, enter, symbol and command keys using proper techniques. Save or backup information to appropriate location (e.g., local, network or external drives). Organize and manage files and folders between school, home and online. 34

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.2 Operate Systems Understand technology systems and use hardware and networks to support learning. GLE 3 4 5 2.2.2 Use a variety hardware to support learning. Maintain and use digital equipment* effectively. Identify and solve common problems related to digital equipment. Use a multimedia device to show a video. Verify that cables are connected and power is on. Use external storage device to save files. Verify cable connections and that caps lock is f. Configure digital equipment for multimedia presentation. Troubleshoot using help wizard. * Digital equipment can include digital and document cameras, microphones, computers, various handheld devices, assistive technologies, scanners, classroom response systems, microscopes, pedometers, interactive whiteboards, GPS, etc. 35

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.3 Select and Use Applications Use productivity tools and common applications effectively and constructively. GLE 3 4 5 2.3.1 Select and use common applications. Use stware to reinforce skills in all subject areas. Use basic navigation skills that increase in complexity across grade levels. Use common features a: - Word processing or publishing program. - Spreadsheet program. - Presentation program. - Database program (or database functionality in other programs). Print documents independently and responsibly. Use a template to create a graph. Use common features applications (e.g., Save, Print, Close, Quit). Graph results from a survey. Identify and use proper file formats (e.g.,.doc,.docx,.ods,.txt). Create tables and make outlines. Make a multi-slide presentation. Insert images and sounds. Use graphics, sounds and music to enhance a presentation. 36

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.3 Select and Use Applications Use productivity tools and common applications effectively and constructively. GLE 3 4 5 2.3.2 Select and use online applications. Use basic navigation skills to search for and find information. Use collaborative technologies to support learning. Recognize basic web browser navigation. Use teacher bookmarked websites. Use a search engine or an online database to find information. Read classroom website, wikis or blogs. Use interactive online tools to comment, link, post and embed information at a beginning level (e.g., wikis, blogs). 37

GRADES 6 8 EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.1 Innovate Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. GLE 6 7 8 1.1.1 Generate ideas and create original works for personal and group expression using a variety digital tools. Create products using a combination text, images, sound, music and video. Generate creative solutions and present ideas. Basic Level Use spreadsheet stware to display poll or survey data. R, M, Sc, SS Investigate and illustrate complex ideas or processes using concept mapping stware. R, W, M, Sc, SS, C, A, H/F Construct a poll or survey to gather data using an interactive digital tool. M, Sc, SS 21st Century Environment Create blogs, wikis or other collaborative forums to share ideas. R, W, SS Create and publish digital stories to a blog for peer review. R, W Enhance web pages, blogs and wikis by adding graphics, sound, music and videos. R, W, M, Sc, SS, C, A, H/F, CTE Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 38

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.1 Innovate Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. GLE 6 7 8 1.1.2 Use models and simulations to explore systems, identify trends and forecast possibilities. Gather data, examine patterns and apply information for decision making using digital tools and resources. Use online databases or simulation stware to interpret and predict trends. Basic Level Compare and contrast trends in weather, river level and temperature. M, Sc, SS Use information gathered from national and international weather services to predict winter temperatures for the next 5 years and how it will affect your location. M, Sc Participate in science simulations (e.g., body systems, online math manipulatives, science simulations or robotics). M, Sc Create first person digital simulations life in an ancient civilization. SS Import real time data from online sources and examine its meaning or implication using spreadsheet stware. M, Sc, SS 21st Century Environment Create a virtual tour Washington State to show demographic trends over the past 100 years. SS Create, modify and share a 3D model to demonstrate cause and effect in various contexts. Sc, SS, H/F Forecast election results using demographic information collected from online resources. SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 39

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.2 Collaborate Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. GLE 6 7 8 1.2.1 Communicate and collaborate to learn with others. Interact and collaborate with others using a variety digital tools. Communicate information and ideas effectively to multiple audiences using a variety media and formats. Basic Level Create and share a group digital project (e.g., newspaper, flyer, movie or slide presentation). R, W, M, Sc, SS Interview various individuals and create a digital biography to share with others. W, SS Create multimedia products that promote community resources. R, W, Sc, SS 21st Century Environment Comment on a writing project using online tools (e.g., a blog). R, W Use videoconferencing to participate in a statewide project (e.g., Where in Washington ). SS Debate a topic using online tools (e.g., blogs, wikis). R, W, M, Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 40

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.2 Collaborate Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. GLE 6 7 8 1.2.2 Develop cultural understanding and global awareness by engaging with learners many cultures. Learn about many cultures through digital content from local communities and around the world and share relevant information. Engage with learners from many cultures using online interactive tools or videoconferencing. Participate in an online community to understand a local or global issue. Basic Level Learn about many cultures through emailing pen pals. R, W, SS Create a video interview a community member raised in another country. W, SS, C Create a multimedia presentation that targets various audiences using the same topic. R, W, CTE 21st Century Environment Participate in a live video conference (e.g., Youth Network for Healthy Communities). R, W, M, Sc, SS, C Collaborate in online teams to learn about other cultures. R, W, M, Sc, SS Discuss a cultural or environmental topic with a class in a different city, state or country using conferencing stware. Sc, SS, C Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 41

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 6 7 8 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry. Select appropriate databases and digital resources to organize a project or solve a problem. Basic Level Plan a project using brainstorming or mindmapping stware. R, W, Sc, SS Identify sources using a database to research material for a speech. R, W, Sc, SS, C, H/F Use online global newspapers to compare point view or bias the same event. R, W, Sc, SS, C, H/F 21st Century Environment Plan a project using online tools (e.g., assign group roles and establish timelines using an online calendar). R, W, Sc, SS, C, H/F Compare and contrast a science or health topic using a spreadsheet or online tools. Sc, H/F Compare and contrast water quality in three or more bodies water using a spreadsheet or online tools. Sc, H/F Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 42

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 6 7 8 1.3.2 Locate and organize information from a variety sources and media. Select the appropriate search engines or directories. Use basic functions search engines and databases. Catalog and organize resources. Basic Level Use databases to gather information for research projects. R, W, M, Sc, SS, C, H/F Use online databases to gather information for research projects. R, W, M, Sc, SS, C, H/F Use digital note cards, bookmarking or online storage resources when conducting research. R, W, M, Sc, SS, C, H/F 21st Century Environment Listen to podcasts to gather and locate information. R, W, M, Sc, SS, C, H/F Use classroom wikis, blogs or websites to collect and organize online resources. R, W, M, Sc, SS, C, H/F Use classroom wikis, blogs or websites to collect and share online resources with other classes. R, W, M, Sc, SS, C, H/F Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 43

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 6 7 8 1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results. Combine information from separate sources to produce, support and counter arguments. Assess the credibility, validity and potential bias online resources. Understand the issues involved in copyrighted materials. Cite sources using bibliography tools. Select relevant sources for a particular purpose or audience. Basic Level Discuss implications domain names and investigate sources for potential bias (e.g.,.gov,.net,.com,.edu). R, W, Sc, SS, C Explain how copyright law protects an author s original work. R, W, Sc, SS, C Use digital bibliography tools to site and organize sources for research projects. R, W, Sc, SS, C 21st Century Environment Report results or share solutions in a podcast. R, W, Sc, SS, C Report results or share solutions in the form a podcast or video. R, W, Sc, SS, C Create a collaborative website to report results or share solutions. R, W, Sc, SS, C Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 44

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 6 7 8 1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions. Explore alternative concepts and receive feedback from multiple audiences. Evaluate different solutions to problems. Basic Level Conduct a teacherdirected survey and create a simple electronic chart or graph from results. R, W, M, Sc, SS, C, H/F Share work electronically with others for feedback. R, W, M, Sc, SS, C, H/F Share student work online for feedback. R, W, M, Sc, SS, C, H/F 21st Century Environment Develop an online survey to collect and analyze data. R, W, M, Sc, SS, C, H/F Use audience feedback through a blog to evaluate student writing. R, W, M, Sc, SS, C, H/F Use audience feedback through response systems or blogs to evaluate solutions to problems. R, W, M, Sc, SS, C, H/F Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 45

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1 Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE 6 7 8 2.1.1 Practice personal safety. Practice the safe and responsible sharing information online. Protect access to passwords and digital accounts. Recognize potential online dangers. Understand privacy issues and how data is archived and publicly available. Examples Understand passwords, privacy and anonymity. Understand passwords, privacy and anonymity and recognize spam, phishing, 419 fraud and identity theft. Understand passwords, privacy and anonymity and recognize spam, phishing, 419 fraud and identity theft. 46

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1 Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE 6 7 8 2.1.2 Practice ethical and respectful behavior. Comply with district Acceptable Use Policy (AUP). Practice ethical and appropriate use all media and comply with copyright law. Participate and engage with the global community within expected norms behavior and positive interaction. Recognize, report and counteract cyberbullying. Recognize different types illegal and unethical technology use. Identify and cite Creative Commons images in online presentations. Cite all sources properly. Identify the impact unethical use technology (e.g., hacking, plagiarism, pirating). Use Creative Commons, public domain or selfcreated music in presentations. Cite all sources properly. Explain the legal consequences breaking acceptable use policies. Use Creative Commons, public domain or selfcreated video in presentations. Cite all sources properly. 47

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.2 Operate Systems Understand technology systems and use hardware and networks to support learning. GLE 6 7 8 2.2.1 Develop skills to use technology effectively. Learn new vocabulary as technologies emerge. Meet keyboarding priciency standards. Apply correct network procedures. Manage files effectively. Apply keyboarding skills to increase speed and accuracy. Save or back up information to appropriate location (e.g., local, network or external drives). Organize and manage files and folders between school, home and online. Meet district keyboarding priciency standards. Understand access rights for a variety storage applications (e.g., local, network or external drives). Organize and manage files and folders between school, home and online. Meet district keyboarding priciency standards. Use access rights independently for a variety storage media (e.g., local, network or external drives). Organize and manage files and folders between school, home and online. 48

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.2 Operate Systems Understand technology systems and use hardware and networks to support learning. GLE 6 7 8 2.2.2 Use a variety hardware to support learning. Maintain and use digital equipment* effectively. Identify and solve common problems related to digital equipment. Examples Check condition and placement batteries in digital equipment. Check network cable connections in multiple locations. Check indicator lights on digital equipment. *Digital equipment can include digital and document cameras, microphones, computers, various handheld devices, assistive technologies, scanners, classroom response systems, microscopes, pedometers, interactive whiteboards, GPS, etc. 49

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.3 Select and Use Applications Use productivity tools and common applications effectively and constructively. GLE 6 7 8 2.3.1 Select and use common applications. Use stware to reinforce skills in all subject areas. Create and publish multimedia projects. Use multiple features a: - Word processing or publishing program. - Spreadsheet program. - Presentation program. - Database program (or database functionality in other programs). Use multimedia stware at a basic level to edit, build transitions, add text and audio and publish. Build a narrative using digital story boards. Integrate graphs from a spreadsheet into a report or presentation. Create a list images (shot list) to prepare for a video production (e.g., local historical sites). Construct a narration track for an existing video (e.g., describe locations and their historical significance). Generate a report in a trifold format including charts and images. Produce a video interview a historical figure (e.g., students dress and act as the figure and discuss their contributions). Create an animated storybook for early elementary students. 50

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.3 Select and Use Applications Use productivity tools and common applications effectively and constructively. GLE 6 7 8 2.3.2 Select and use online applications. Use navigation skills to search for and find information. Use collaborative technologies to support learning. Create and share digital multimedia projects. Examples Use interactive online tools to comment, link, post and embed information (e.g., wikis, blogs). Communicate with peers and teachers using email. Create a web page, digital video or podcast. 51

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.4 Adapt to Change (Technology Fluency) Transfer current knowledge to new and emerging technologies. GLE K 1 2 3 4 5 2.4.1 Begins in Grade 6. GLE 6 7 8 2.4.1 Formulate and synthesize new knowledge. Apply technology to real-world experiences. Adjust to changing technologies. Modify current and create new technologies. Personalize technology to meet individual needs, interests and learning styles. Examples Recognize similarities between applications and transfer skills between programs. Transfer knowledge a word processing application to an online word processing program. Adapt a classroom wiki to create a personal interest wiki. 52

GRADES 9-12 EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.1 Innovate Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. GLE 9 10 11/12 1.1.1 Generate ideas and create original works for personal and group expression using a variety digital tools. Combine technologies to create and share products from different content areas. Create digital products for culminating projects or inclusion in portfolios. Basic Level Enhance a presentation by adding graphics and sounds. R, W, M, Sc, SS, C, A, H/F, CTE Enhance a presentation by adding images, video and audio files. R, W, M, Sc, SS, C, A, H/F, CTE 21st Century Environment Use a wide variety digital media to collect and present information for a Senior Project. R, W, M, Sc, SS, C, A, H/F, CTE Create a virtual literature trip when reading an assigned historic novel, map important parts, integrate textual excerpts with archival images, and video evidence and eyewitness accounts from the American Memory database sponsored by the Library Congress. R, SS Compare the merits different presentation stware to communicate results from a national survey. R, W, M, Sc, SS, C, A, H/F, CTE Publish chemistry lab reports using blogs in order to share results with peers, receive input and data from other sources and process and display data. Sc Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 54

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.1 Innovate Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. GLE 9 10 11/12 1.1.2 Use models and simulations to explore systems, identify trends and forecast possibilities. Analyze survey data, report information and display the data in a variety ways to support conclusions. Identify patterns and correlations data to build understanding and recognize relationships between common and uncommon elements. Determine and explore cause and effect using virtual simulations in different contexts. Collect data on stress points in different Popsicle bridge designs and analyze the data to make hypotheses about general bridge-making principles. Sc, CTE Basic Level Use the results an online survey to determine which products customers prefer in the student store. CTE Research, analyze and share information regarding career paths (e.g., use WOIS or CareerVoyages). R, W, C 21st Century Environment Participate in an online simulation (e.g., students act as reporters breaking a story on a mysterious outbreak illness in an elementary school; Be A Reporter Game by NewsU.org). W Design, create and play simple video games and simulations to illustrate concepts. R, W, C, Sc, SS Compare and contrast post-secondary options using multimedia stware. R, W, C Participate in an online simulation that investigates a current global concern. Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 55

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.2 Collaborate Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. GLE 9 10 11/12 1.2.1 Communicate and collaborate to learn with others. Interact and collaborate with others using a variety digital tools. Communicate information and ideas effectively to multiple audiences using a variety media and formats. Basic Level Share documents to collaborate and peer-edit short stories and expository writing. R, W Collect school-wide data in a spreadsheet and create charts or other graphical representations (e.g., bacteria counts from household kitchen appliances). Sc, H/F Practice foreign language skills using online tools. WL 21st Century Environment Compose music using digital tools and post online for peer review. A Participate in an online music community (e.g., share and comment on lyrics, tracks, music clips, beats, samples and remixes). A Rewrite the lyrics to a folk song, record and store the music files to be remixed by classmates. W, A Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 56

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.2 Collaborate Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. GLE 9 10 11/12 1.2.2 Develop cultural understanding and global awareness by engaging with learners many cultures. Build empathy by learning about many cultures through digital content from around the world. Participate in an online community dedicated to understanding or solving a local or global issue. Basic Level Contribute to an online project that combines photos and personal stories in order to share perspectives and understanding. R, W, Sc, SS, A, WL Interact online with other students within your community, from various regions, states or other countries to compare and contrast high school experiences. W, SS, C, WL Participate in desktop or group videoconferencing with local, state, national or international learners. R, W, Sc, SS, C, WL 21st Century Environment Participate in a worldwide writing workshop which has students writing, editing and publishing stories on a wiki and then publishing to a blog. R, W, C, WL Engage in a discussion board pertinent to a current global event. R, W, Sc, SS, C, WL Create video digital stories, publish to a storytelling website and trade comments and ideas with storytellers from around the globe. R, W, WL Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 57

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 9 10 11/12 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry. Explore possible topics and available information on current issues using databases and digital resources to organize a project or solve a problem. Basic Level Identify sources using a database to research material for a persuasive speech. R, W, Sc, SS, C, H/F Use global online news media to compare point view or bias the same event. R, W, Sc, SS, C, H/F Compare and contrast information found about the same global issue from different databases and analyze bias and fairness to the topic. W, Sc, SS, C, H/F, CTE 21st Century Environment Compare and contrast norms healthy behavior by collecting and analyzing data on student health (e.g., measure BMI, physical fitness and nutrition using digital tools). Sc, H/F Analyze scientific data and draw conclusions (e.g., participate in an online project collecting data on frog populations and habitat). Sc Engage in an online mock debate on current issues. R, Sc, SS, C, H/F Analyze the capabilities and limitations current and emerging technology resources and assess their potential to address career needs. R, W, Sc, SS, C, H/F, CTE Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 58

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 9 10 11/12 1.3.2 Locate and organize information from a variety sources and media. Select the appropriate search engines or directories. Use advanced functions search engines and databases. Catalog and organize resources. Basic Level Use online citation websites to learn how to correctly cite sources. W Use advance search features in a library database to identify documents for different purposes. R, W, M, Sc, SS, C, H/F Develop a digital plan to organize a culminating project. R, W, M, Sc, SS, C, H/F, CTE 21st Century Environment Use an online calendar to plan a semester-long art project that uses the work several students assembled into a large installation. A Create a digital photo gallery that depicts the Industrial Revolution using royalty free images with permission. SS Create a Gantt chart to manage a project that constructs a business plan for a new enterprise in the local community. R, M, C Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 59

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 9 10 11/12 1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results. Combine information from separate sources to produce, support and counter arguments. Assess the credibility, validity and potential bias online resources. Apply copyright law to correctly excerpt, paraphrase and publish results to a wider audience. Cite sources using bibliography tools. Select relevant sources for a particular purpose or audience. Basic Level Practice extracting portions sources from teacher-provided articles in accordance with copyright law. W Research alternative energy use options by exploring several websites, books, reference materials and interviewing experts. W, Sc Research a current topic and select online information that is appropriate and credible to support a point view. W 21st Century Environment Compare and contrast the relative strengths various search engines and databases. R, W, Sc, SS, C Evaluate the reliability news reports on voting machine issues in the 2004 election by tracing the sources (e.g., press releases and academic research) the reports were based on. R, W, Sc, SS, C Survey and analyze media coverage a topic over several decades and publish an evaluation on a wiki. R, W, Sc, SS, C Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 60

EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 9 10 11/12 1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions. Explore and integrate alternative concepts and feedback from multiple audiences. Develop a range problem-solving skills. Basic Level Identify and analyze websites with opposing points view. R, W, SS, C Use online survey results to analyze different points view regarding an identified problem at school. R, W, M, Sc, SS, C, H/F Identify a local issue or problem and investigate how other communities have solved a similar issue and share results online. R, W, Sc 21st Century Environment Participate in a class project through iearn (International Education and Resource Network). R, W, M, Sc, SS, C, H/F, A Subscribe to RSS feeds relevant websites, blogs and other online references in order to follow the development a social issue. R, W, Sc, SS, C, H/F, CTE Use GIS stware to evaluate social and economic data to analyze population and economic trends. SS, C Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 61

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1 Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE 9 10 11/12 2.1.1 Practice personal safety. Practice the safe and responsible sharing information, data and opinions online. Protect access to passwords and digital accounts. Recognize potential online dangers. Understand privacy issues and how data is archived and publicly available. Examples Demonstrate knowledge passwords, privacy and anonymity and recognize spam, phishing, 419 fraud and identity theft. Demonstrate knowledge passwords, privacy and anonymity and recognize spam, phishing, 419 fraud and identity theft. Demonstrate knowledge passwords, privacy and anonymity and recognize spam, phishing, 419 fraud and identity theft. 62

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1 Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE 9 10 11/12 2.1.2 Practice ethical and respectful behavior. Comply with district Acceptable Use Policy (AUP). Practice ethical and appropriate use all media and comply with copyright law. Participate and engage with the global community within expected norms behavior and positive interaction. Recognize, report and counteract cyberbullying. Compare Acceptable Use Policies: - Student to staff. - School to school. Predict how technology misuse could damage business processes and relationships. Rewrite your school s Acceptable Use Policy so that elementary students can understand it. Cite all sources properly. Cite all sources properly. Cite all sources properly. 63

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.2 Operate Systems Understand technology systems and use hardware and networks to support learning. GLE 9 10 11/12 2.2.1 Develop skills to use technology effectively. Learn new vocabulary as technologies emerge. Meet keyboarding priciency standards. Apply correct network procedures. Manage files effectively. Complete a Digital Communication Tools (DigiTools) or a computer applications class. Use access rights independently for a variety storage applications (e.g., local, network or external drives). Use access rights independently for a variety storage applications (e.g., local, network or external drives). 64

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.2 Operate Systems Understand technology systems and use hardware and networks to support learning. GLE 9 10 11/12 2.2.2 Use a variety hardware to support learning. Apply prior knowledge to operate digital equipment.* Implement adaptive approach to digital equipment problem solving. Examples Seek out technology mentors and online resources. Find, participate in and learn from online forums and discussion boards. Identify and share solutions and ideas within a larger learning community that extends beyond the classroom. *Digital equipment can include digital and document cameras, microphones, computers, various handheld devices, assistive technologies, scanners, classroom response systems, microscopes, pedometers, interactive whiteboards, GPS, etc. 65

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.3 Select and Use Applications Use productivity tools and common applications effectively and constructively. GLE 9 10 11/12 2.3.1 Select and use common applications. Use stware to reinforce skills in all subject areas. Create and publish multimedia projects. Use multiple features a: - Word processing or publishing program. - Spreadsheet program. - Presentation program. - Database program. Create an interactive digital product about the periodic table. Create a portfolio digital images. Create a presentation using custom animation features. Design and produce a DVD with video, images and an audio soundtrack (e.g., interview a military veteran speaking about his or her experience). Analyze results from a chemistry lab experiment using a spreadsheet or database. Design and record a multitrack podcast (e.g., book report with voice main track and background theme music). Demonstrate knowledge various advanced features a productivity application (e.g., macros, add-ons, master document and track changes). 66

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.3 Select and Use Applications Use productivity tools and common applications effectively and constructively. GLE 9 10 11/12 2.3.2 Select and use online applications. Explore and evaluate various databases and other sources. Use collaborative technologies to support learning. Design and publish content incorporating a variety media and formats. Examples Participate in schoolapproved online groups to support learning. Improve individual productivity using collaborative networking tools and develop personal learning networks. Use appropriate collaborative networks according to purpose or interest (e.g., TakingItGlobal for social justice). 67

EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.4 Adapt to Change (Technology Fluency) Transfer current knowledge to new and emerging technologies. GLE 9 10 11/12 2.4.1 Formulate and synthesize new knowledge. Apply technology to real-world experiences. Adjust to changing technologies. Modify current and create new technologies. Personalize technology to meet individual needs, interests and learning styles. Examples Create and publish original multimedia products (e.g., music, video, literature). Evaluate the effectiveness, appropriateness or stability a new social networking site for sharing information in a school newspaper. Modify a virtual world environment by creating a representation an assigned novel, with images important parts the book. 68

Glossary 419 Fraud: An email scam in which the solicitor fers large sums money in return for a smaller upfront investment. Acceptable Use Policy (AUP): A school or organization s ficial policy statement regarding the use the Internet or other computer networks. Anonymity: The quality or state being anonymous (not named or identified, unknown authorship). Anonymous Online Name: A name that is not identifiable, lacking individuality, distinction or recognizability. Application: A computer or stware program, activated by a user that can perform a specific function or functions. Authentic Problem: A genuine, real or original problem to be solved. Blog: A diary or personal journal kept on a website, usually updated frequently, that might be private or might be intended for public viewing. Bookmark: A marker that allows a user to navigate to a website on the Internet to allow for rapid access. Browser: See Web Browser. CD-ROM (Compact Disk Read-Only Memory): A portable storage device for computer files. Clip Art: Graphics that can be cut and pasted electronically into documents. Clip art can be photographs, maps, diagrams, illustrations or cartoons. Concept Mapping: A technique for visualizing the relationships among different concepts which can be used as a tool in defining a research topic. Copyright Law: Law that provides protection to the authors original works authorship, including literary, dramatic, musical, artistic and certain other intellectual works. Creative Commons: Creative Commons licenses are designed to facilitate and encourage more versatility and flexibility in copyright law. Cyberbullying: Involves the use information and communication technologies to support deliberate, repeated and hostile behavior by an individual or group that is intended to harm others. Database: A collection or listing information, usually organized with searchable elements or fields. For example, a library catalog can be searched by author, title or subject. 70

Desktop: The background area on a computer screen which usually contains an icon for the hard drive and trash can (used to remove files). Folders, files, applications and a working document may also appear on the desktop window. Digital Stories: A variety new forms digital narratives (web-based stories, interactive stories, hypertexts and narrative computer games). Digital Tools: Hardware and stware that generate, store and process data. Document: Any selfcontained piece work created using an application program. Document Camera: A camera mounted on a stand, able to capture text or 3- dimensional objects. The image is typically displayed through a projector. DVD (Digital Video Disk): A digital storage medium, the same physical size as a CD- ROM disk, that can store massive amounts data including graphics and full motion video. Electronic Portfolio: A collection electronic evidence assembled and managed by a user. Also known as an e-portfolio or a digital portfolio. Email (Electronic Mail): The electronic transmission letters, messages and memos from one computer to another over a network. Empathy: The recognition and understanding the states mind, beliefs, desires, and particularly, emotions others. It is ten characterized as the ability to experience the outlook or emotions another. Enter Key: A key located at the right end the third row from the bottom on a QWERTY keyboard. Pressing the enter key performs a typed or highlighted command. In a word processing program, the enter key starts a new paragraph. Equity: In the context instructional technology, equity is ten used to refer to the equal availability technology to all students regardless socioeconomic status, culture, locale, gender, age or race. Folksonomy: A taxonomy generated by Internet users that identifies and classifies web pages, images, links, etc. Formats: The layout, presentation or arrangement data on a screen or paper. May also refer to filename or type file. Gantt Chart: A type bar chart used in process or project planning and control to display planned work targets for completion work in relation to time. GIS (Graphical Information Systems) Stware: An information system for capturing, storing, analyzing, managing and presenting geographic data which is linked to location. GPS (Global Positioning System): A system satellites that allows one s position to be calculated with great accuracy by the use an electronic receiver. 71

Graphic Organizer: An application that allows users to combine both icons (graphics) and text to give structure and logic to a project or presentation. Also known as storyboard stware. Hard Drive: The primary storage device for a computer. Also called hard disk. It is where applications and files are stored. Hardware: Physical equipment, components or devices. Help Wizard: An application that provides assistance for users who need help by topic. Hyperlink: Content on a website which can be clicked on with a mouse, which in turn will take a person to another web page or a different area the same web page. Hypertext: The primary way to navigate between web pages and among websites. Hypertext on web pages has been expanded to include hyperlinks from text, a picture or a graphic and from image maps. Identity Theft: Term for the criminal act stealing personal information with the intent to use it to create similar identities without the victim s knowledge. Installer: A program used to update or install stware programs. Interactive Whiteboard: A large touch sensitive display that connects to a computer and projector. Internet: A global communications network that is a collaborative effort among educational institutions, government agencies, various commercial and nonprit organizations and individual users. Keyboard: The main input device for computers. Keyboards are modeled on typewriter keys but have additional keys that enhance their function. KWL Chart: An instructional technique. Students list K = What I Know, W = What I want to know and L = What I learned. In early grades, activity is conducted as a group. LCD Projector: See Projector. Link: See Hyperlink. Multimedia: Digital products that integrate interactive text, images, sound and color. Multimedia can be anything from a simple PowerPoint slide show to a complex interactive simulation. Network: A collection computers that are linked together for the purpose sharing information. Online: A common term used to refer to being connected to the Internet. Online Community: A meeting place on the Internet for people who share common interests. Online communities can be open to anyone or limited to members only. Some online communities have a moderator. Password: A series characters that enables a user to gain access to a file, computer or program. Paste: A command that transfers text or graphics from the clipboard to the document at the location the cursor. 72

Phishing: The practice convincing someone to divulge confidential information they normally would not provide to a stranger. The purpose phishing is to gather the information needed to steal a victim s money or identity. Plagiarism: Using another person's ideas or creative work without giving credit to that person. Podcast: A media file that is distributed over the Internet using syndication feeds, for playback on portable media players and personal computers. Pop-ups: A secondary web browser window varying size, ten containing a form advertising, which opens outside the primary web browser window. Portfolio: See Electronic Portfolio. Program: A set instructions describing operations for a computer to perform to accomplish a task. See Application. Projector: One several devices that can be connected to a computer to display information to an audience. The most common devices are video projection units and video converters for television monitors. Public Domain: Information that has been made available to the general public and is distributed and redistributed without copyright or patent. Research: Careful study, investigation and experimentation aimed at discovering or interpreting facts to create new knowledge or understandings on the part the researcher. Response System: A system that allows users to respond to questions posed by the presenter using interactive hand-held devices that resemble a television remote control. RSS (Really Simple Syndication): A format for delivering regularly changing web content. Many newsrelated sites, weblogs and other online publishers syndicate their content as an RSS feed. Search Engine: A program that searches documents for specified keywords and returns a list the documents where the keywords were found. Section 508: The section the 1998 Rehabilitation Act that states that all electronic and information technology procured, used or developed by the federal government after June 25, 2001, must be accessible to people with disabilities. Shortcut Keys: The keys or key combinations that provide quick access to frequently performed commands or operations. Social Bookmarking: Webbased applications that allow users to store, classify, share and search links through the practice folksonomy on the Internet or an intranet. Social Networking: A category Internet applications to help connect friends, business partners or other individuals together. Stware: The instructions that tell a computer what to do. See Application. 73

Spam: Unsolicited, unwanted junk email. Spreadsheet: Application program that manipulates numerical and string data in rows and columns cells. Tablet: A notebook or slateshaped mobile computer, equipped with touch-screen technology which allows the user to operate the computer with a stylus or digital pen, instead a keyboard or mouse. Also known as a Pen computer. Tag: A relevant keyword or term associated with, or assigned to, a piece information picture, article or video clip, etc. which describes the content and makes keyword-based classification possible. Video: The visual presentation information. Videoconferencing: The ability for two or more participants to meet from different locations by using computer networks to transmit audio and video data. Usually requires user to have a camera, microphone and speakers on their computer. Virtual: In the context computing, not concrete or physical. For instance, a completely virtual university does not have actual buildings but instead holds classes over the Internet. Virtual Classroom: The online learning space where students and instructors interact. Web or World Wide Web (WWW): A global hypertext network that is part the Internet. It is normally viewed through a web browser. Web Page: One page a document on the World Wide Web. Each web page has its own address called a Uniform Resource Locator (URL). Webinar: An online seminar or meeting conducted over the World Wide Web. Website: A location on the World Wide Web. A website usually contains multiple pages. Wiki: A website that allows users to add, remove and edit and change content, typically without the need for registration. It also allows for linking among any number pages. Word Processing: An application that allows a user to create, edit and format text. Web Browser: An application used to view World Wide Web pages. Firefox and Internet Explorer are examples web browsers. 74

References Academic Content Standards K-12 Technology, Ohio Department Education, 2004. http://www.ode.state.oh.us/gd/documentmanagement/documentdownload.aspx?do cumentid=793 Bailey, Gerald and Ribble, Mike, Digital Citizenship in Schools, International Society for Technology in Education (ISTE), 2007. Computer/Technology Skills - Standard Course Study and Grade Level Competencies K-12, North Carolina Department Public Instruction, 2004. http://www.ncpublicschools.org/docs/curriculum/computerskills/scos/scs2004.pdf Devaney, Laura, ISTE Releases Draft New Tech Standards, February 7, 2007. http://www.eschoolnews.org/news/pfshowstory.cfm?articleid=6864, accessed on March 3, 2008. Educational Technology Standards & Expectations, Michigan Department Education, 2005. http://www.michigan.gov/mde/0,1607,7-140-28753_33232_37328---,00.html, accessed on November 20, 2007. engauge 21 st Century Skills: Literacy in the Digital Age, Metiri Group, 2003. http://www.metiri.com/21/21%20century%20skills%20final.doc Gay, Geneva, Culturally Responsive Teaching - Theory, Research, & Practice. Teachers College Press, New York City, 2000. ICT (Information and Communications Technology) Fluency and High Schools, A Workshop Summary, National Research Council, National Academies Press, Washington, D.C., 2006. Information Literacy Standards for Student - Standards and Indicators, American Association School Librarians (AASL) and Association for Educational Communications and Technology (AECT), 1998. http://www.ala.org/ala/mgrps/divs/aasl/aaslprtools/informationpower/informationli teracystandards_final.pdf 75

for the 21st Century - A Report and Mile Guide for 21st Century Skills, Partnership for 21st Century Skills, Washington D.C., 2002. http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_report.pdf Louisiana K-12 Educational Technology Standards, Louisiana Department Education, 2003. http://www.louisianaschools.net/lde/uploads/4193.pdf Maximizing the Impact - The Pivotal Role Technology in a 21st Century Education System, Partnership for 21st Century Skills, 2007. NETS for Administrators Essential Conditions, International Society for Technology in Education (ISTE), 2002. http://www.iste.org/content/navigationmenu/nets/forstudents/2007standards/nets_f or_students_2007_standards.pdf NETS Project and Brooks-Young, Susan, National Educational Technology Standards for Students: Second Edition, International Society for Technology in Education (ISTE), 2007. New Hampshire Technology Education Curriculum Guide, The New Hampshire Department Education, 2001. http://www.nhtea.org/tecurriculumguide/nh-tech_guide.pdf Pearson, Greg and Young, A. Thomas (eds.), Technically Speaking: Why All Americans Need to Know More About Technology, National Academy Press, Washington D.C., 2002. Rubric Essential Technology Conditions (RETC) for Nebraska PreK-12 Schools, Nebraska Department Education. http://www.nde.state.ne.us/techcen/documents/neretc.pdf, accessed on November 20, 2007. Standards for Technological Literacy: Content for the Study Technology 2nd Edition, International Technology Education Association (ITEA), Reston, VA, 2002. Standards for the 21 st Century Learner, American Association School Librarians (AASL), American Library Association, 2008. 76

South Dakota K-12 Educational Technology Content Standards, South Dakota Department Education, 2006. http://doe.sd.gov/contentstandards/nclb/docs/educationaltechologystandards.pdf Teaching and Framework Grades K-8 Technology Power Standards, Lake Washington School District, 2007. http://www.lwsd.org/sitecollectiondocuments/for- Parents/Power-Standards/K-8PSTechnology.pdf Technology Education Standards, Arizona Department Education, 2000. http://www.ade.state.az.us/standards/technology/, accessed on November 20, 2007. Technology in Schools: What the Research Says, Metiri Group, 2006. http://www.cisco.com/web/strategy/docs/education/technologyinschoolsreport.pdf Other online references used in the development this document: http://dictionary.reference.com http://en.wikipedia.org http://www.edutopia.org http://www.fcc.gov http://www.techweb.com/encyclopedia http://www.computerhope.com/jargon http://www.managementhelp.org http://www.sedl.org/pubs/tec26/conclusion.html http://www.nea.org/technology/index.html?mode=print 77

Appendix A Acknowledgements Sincere appreciation is extended to the members the Educational Technology Standards Development team for their time, expertise and commitment in the creation these standards. Educational Technology Standards Development Team Jaylani Evans Bellingham School District Stephanie Giustino Puyallup School District Carolyn Hinshaw Bellingham School District Russ Knopp Waitsburg School District Scott LeDuc Olympia School District Ian Loverro Central Washington University Kimberly Montecucco Mead School District Elise Mueller Bellingham School District LeAnn (Sahlin) Miller Seattle Public Schools Karen Schmitten North Central Educational Service District 171 Nate Stearns Shoreline School District Bre Urness-Straight Oak Harbor School District Alan Walker Prosser School District Cyndi Wandling Kennewick School District Georgia Talbert, Facilitator Technology Standards Program Manager, OSPI OSPI Staff Anne Banks and Technology Program Manager Molly Becker Miller Educational Technology Administrative Assistant Julia Fallon Technology Integration Program Manager Kate Prigge Educational Technology Administrative Assistant Dennis Small Educational Technology Director Jacqueline Wyatt Educational Technology Specialist A-1

Technology Integration Teams Groups educators from across Washington met at the nine regional Educational Service Districts to research support materials that integrate technology into the other academic content areas and Internet Safety. Sincere appreciation is extended to the Educational Service District Technology directors and coordinators for hosting the groups and to all the participants. Jeff Allen Olympic Educational Service District 114 Veronica Clinton Wilson Creek School District Marcie Estrellado Cheney School District Ryan Anderson Battleground School District Tanna Colwell Educational Service District 112 Michele Fiest Hockinson School District Kay Ball Washougal School District Giovanni Colombo Elma School District Robert Fincham Eatonville School District Kurt Blom Stanwood-Camano Island School District Greg Cronn Bellingham School District Becky Firth Northwest Educational Service District 189 Tawnya Brewer Burlington-Edison School District Kristy Daley Cascade School District Sheilagh Flanagan-DiCicco Bremerton School District Benita Brown Richland School District Ethan Delavan Seattle Country Day School Bruce Frank Bremerton School District Tina Nicpan Brown Wenatchee School District Bridget Doucet Burlington-Edison School District Aurelio Garcia Educational Service District 105 Ranee Bristow Oak Harbor School District Duane Duxbury Franklin Pierce School District Jerry Gardner Sedro Woolley School District Anne Chapman Yakima School District Peggy Erven Napavine School District Kim Guyette Richland School District A-2

Trish Henry Spokane School District Stephanie Lister US Attorney General Office Kirk Robbins Puget Sound Educational Service District 121 Juliana Hochstein Bremerton School District Bev McDaniel Mossyrock School District Cari Roderick East Valley School District (Spokane) Brent Howard Educational Service District 101 Conn McQuinn Puget Sound Educational Service District 121 Karen Schmitten North Central Educational Service District 171 Kathy Johnstone Eatonville School District Jane Miller Spokane School District John Schmauder Eastmont School District Aimee Keiper Olympia School District Stacey Moody Kennewick School District Sue Schumacher Griffin School District Jeremy Kelley Quincy School District Jon Mowe Crescent School District Susie Scott Bremerton School District Nikki Klinger Mount Vernon School District Lourdes River-Nystrom Vancouver School District Nicole Sedgwick Quillayute Valley School District Nancy Koty Camas School District Patty O'Flynn Woodland School District Sue Sellers Edmonds School District Bill Kunze Yakima School District Kriss Owings Vancouver School District Tammie Shaw Educational Service District 101 Susan S. Lahti Edmonds School District Diana Patitucci Richland School District Mike Stark Cheney School District Marie Lantsberger Central Kitsap School District Lisa Peterson Olympia School District Cindy Stephenson Castle Rock School District A-3

John Straehle Highland School District Brooke Trisler Renton School District Sherry Whitsett Kennewick School District George Thornton Oroville School District Alice Vetter Napavine School District David Wicks Seattle Pacific University Keri Tomasetti Camas School District Larry Wall Stanwood School District Shelly Wilson Stevenson-Carson School District Kari Toms Olympia School District Brandon Wentzel Mount Vernon School District Dawn Wood Wenatchee School District Barb Thrasher Goldendale School District Kristin Whiteaker West Valley School District (Spokane) Melissa Wrenchey Lake Washington School District Facilitators Anne Banks and Technology Program Manager, OSPI Georgia Talbert Technology Standards Program Manager, OSPI A-4

Curriculum Advisory and Review Committee Dan Bishop Seattle Pacific University Laurel Browning Burlington-Edison School District Todd Carper Ocean Beach School District Lane Curtis Vancouver School District Suzanne Feeney Finley School District Jane Goetz Renton School District Carolyn Lint District Improvement Facilitator, OSPI Matt McCauley Everett School District Rosalynn McKenna University Place School District Mike Messenger East Valley School District (Yakima) Stephen Miller Bellevue Education Association Paul Page Sedro Woolley School District Jackie Ramirez Pasco School District Mary Schrouder School & District Improvement, OSPI Mary Snitily Prosser School District Brian Talbott Nine Mile Falls School District Carolyn Treleven Tacoma Public Schools Gary Vegar Sunnyside School District Vickie Kennedy Cheney School District Helene Parf Educational Service District 101 Eric Price Clarkston School District Kurt Wagner South Kitsap School District Bias and Fairness Review Committee Alice Drummer Olympia School District June Ellis MESA Pacific Lutheran University Stacy B. Estes Pasco School District Regina Hill Bremerton School District Vicki O Keefe Seattle Country Day School Debra Spencer-Grant Tacoma Public Schools Ann Washington University Place School District (Retired) Norma Zavala Seattle Public Schools Thelma Jackson, Facilitator Foresight Consultants A-5

Educational Technology Advisory Committee and Working Group Reviewers Tanna Colwell Educational Service District 112 Laura Ferguson Enumclaw Middle School Kelly Green Microst Corporation Fred Jarrett 41 st Legislative District, Representative Pam Jeter White River School District Tony Jongejan Western Washington University Kim Mathey Edmonds School District Jennifer Maydole North Central Educational Service District 171 Dennis McClellan Kent School District Mike McCullum Northshore School District Jack Morris Educational Service District 123 Cari Roderick East Valley School District (Spokane) Heidi Rogers Northwest Council Computer Educators (NCCE) Brenda Sargent Kelso School District Peter Tamayo Chief Information Officer, OSPI Jennifer Wright Mercer Island School District Expert Reviewer Bette Manchester Department Education, Maine A-6

Appendix B Essential Conditions for Technology Integration Certain conditions are necessary for schools to effectively use technology for learning, teaching and educational management. Physical, human, financial and policy dimensions greatly affect the success technology use in schools. Essential Conditions that are required to create equitable learning environments conducive to powerful uses technology include: Forward-Thinking, Shared Vision Vision, Planning and Policy. Student Technology Literacy Standards. Technology Standards for Teachers. Technology Standards for Education Leaders and Staff. Community Connections. Technology Administration and Support Focused on Teaching and Technology Support. Instructional Technology Staffing. Adequate Ongoing Funding. Electronic Data Support Systems. Technology Capacity, Equity and Access to Support Teaching and Student Access to Technology. Teacher/Education Leader/Staff Access to Technology. Network. Capability/Internet Access/Video Capacity. Aligned Curriculum-based Tools and Online Resources. Leadership and Pressional Development to Improve Teaching and Leadership/ Community. Technology Pressional Development Plan and Funding. Models and Content Pressional Development. Student-Centered 21st Century Environment Student Use Technology. Technology Integration. B-1

When the essential conditions are in place, educators can create powerful 21st century learning environments that share these characteristics: Knowledge is an open-ended, fathomless commodity, unbound by the limits textbook facts and bias. The teacher doesn t have to know everything about a subject but must know how to hook, guide and coach students into the realm deep, meaningful understanding subject content. Academic standards come to life with learning projects that apply the core skills and disciplines science, literature, mathematics, the arts, history and geography to solve realworld problems. Connected classrooms use the power web presence real-time dialogue with scientists, artists, historians, politicians and writers whose ideas and actions are defining culture and society. Just as real world pressionals do not partition writing from science, mathematics from archeology, reading from cartography, classrooms become a rich centrifugal hub where the integration academic skills across subject areas is a natural outcome the conversation taking place between students and the real-world. The artifacts learning play to a real audience online peers and experts who charge the learning experience with analysis, critique and new ideas. The teacher is free to learn along with the class embodying by example the joy and benefit life-long learning. B-2

Office Superintendent Public Instruction Old Capitol Building P.O. Box 47200 Olympia, WA 98504-7200 This document is available for purchase from the Department Printing at: www.prt.wa.gov or by calling (360) 586-6360. This document may also be downloaded, duplicated, and distributed as needed from our Web site at: www.k12.wa.us/edtech/ For more information about the contents the document, please contact: Dennis Small, OSPI e-mail: dennis.small@k12.wa.us Phone: (360) 725-6384 OSPI Document Number: 08-0050 This material is available in alternative format upon request. Contact the Resource Center at (888) 595-3276, TTY (360) 664-3631

Office Superintendent Public Instruction Old Capitol Building P.O. Box 47200 Olympia, WA 98504-7200 2009